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COURSE OF STUDY 

AND 

SYLLABUS 


CIVICS 


Elementary Schools 


THE CITY OF NEW YORK 


1914 






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COURSE OF STUDY 


IN 

CIVICS 


AS ADOPTED BY THE 

BOARD OF EDUCATION 
May 27, 1914 


WITH 

A SYLLABUS 


AS ADOPTED BY THE 

BOARD OF SUPERINTENDENTS 

June 4, 1914 


Department of Education 

THE CITY OF NEW YORK 

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3 


CIVICS 

INTRODUCTORY NOTE 

In teaching civics the aim should be to train for citizenship. Good 
citizenship depends not so much on a knowledge of the governmental 
forms of a community as upon the practice of civic virtue in that com¬ 
munity. As a pupil lives in the community and is a part of it, he should 
know what community life means. He should have the desire to be 
an honest, industrious and useful member of the community, because 
he has been taught to feel that his happiness and the welfare of the com¬ 
munity depend on his efforts to live right. 

As a school is but a smaller community, it affords the teacher an 
excellent opportunity to illustrate concretely the principles underlying 
community life. 

While a pupil should be taught that a citizen’s rights are the most 
important things he can possess, that the government exists for the 
protection of his rights, and that the form of government depends upon 
the recognition and protection of His*' rights, yet he should be constantly 
and persistently reminded that every right has a corresponding duty. 
The rights of some citizens are the duties of other citizens. Rights and 
duties go hand in hand. 

As a good example is better than a good precept, it becomes evident 
that the ethical organization of a school is of greater importance than 
ethical teaching. School government and class management are living 
and concrete examples of government, ever before the eyes of the 
pupil; therefore every act and every order on the part of adults in the 
schoolhouse should be carefully considered with a view of the effect 
on the pupils. One can not expect obedience if one himself is not 
obedient; one can not expect respect if one is not respectful himself; 
one can not expect fairness if one is not fair-minded himself; one 
cannot expect pupils to practice civic virtues when the same are being 
violated by his elders. Unless a teacher be impressed with the belief 
that every action of his own is influencing the character of his pupils, 
he is not training them. In order that pupils may have actual ex¬ 
perience in governing themselves, they should be released from constant 
guardianship, they should be given some responsibility and some oppor¬ 
tunity for self-government by allowing them to manage or take an 
active part in managing the discipline of the school, the recitation, their 
own clubs, games, playgrounds, fire drills, opening exercises, entertain¬ 
ments, excursions, class and school libraries, athletic contests 'Or class 
savings banks. 

Pupils should be made to feel their responsibilities by being made 
responsible for something in the preservation of school property, in the 
tidiness of school premises and school rooms,' and of the streets of 


4 


the neighborhood, and thereby learn that mutual assistance and co¬ 
operative service are the fundamental principles of all healthy self- 
government. 

Pupils should be led to see that without law, liberty itself is im¬ 
possible; that infractions of the law are injurious to the people in¬ 
dividually and collectively, and that it is the duty of each citizen, young 
or old, to aid in the enforcement of the law. “Good laws, good 'ad¬ 
ministration, and the perpetuity of the government itself depend upon the 
manner in which the people discharge their public duties.” 

The plan for teaching civics in the elementary schools readily divides 
itself into three units. The work of the first four years is mainly di¬ 
rected to safety and caution, to the family, the school, and the neighbor¬ 
hood. Specific civic instruction begins in the fifth year, bearing directly 
upon the local affairs of the city in the fifth year, and upon state and 
national affairs in the sixth year. The close of the sixth year completes 
the first cycle of simple study, so that a pupil who leaves school at the 
close of the sixth year may have an understanding, however elementary, 
of the forms and procedure of government, and of his duties. The sec¬ 
ond cycle of instruction, in the seventh and eighth years, is more formal. 
A text-book should be used in these grades. The aim in these years is 
not so much the machinery of government as the functions of the various 
parts. Throughout the last two years use should be made of current 
events which illustrate the actual practice of government. The nomina¬ 
tion of candidates, the party campaigns, the elections, court proceed¬ 
ings, acts of Congress or of the Legislature, the actions of the Presi¬ 
dent of the United States, of the Governor of the State, of the Mayor 
of the City, as well as significant events in the civic life of the nation, 
state, and city, should be used to vitalize interest and to promote clear¬ 
ness of ideas. 


5 


CIVICS 

COURSE OF STUDY FOR FIRST THREE YEARS 

In the first three years of the course the young child 
should be exercised in the ways and means of caution and 
safety, the protection of person and property, and in his duties 
as a useful little citizen. 

SYLLABUS 

The time for this work should be included under English as 
a part of the child’s necessary instruction for social member¬ 
ship. 

The aim of every lesson should be to impress caution and 
safety, self-protection, self-control, and the necessity and value of 
rules or laws for the protection of all. 

The: Street : Keep to the right; where to cross the streets; 
when; how; danger of playing in the streets; danger of running 
in the streets; necessity of keeping on the sidewalk; looking in 
the direction in which one is going. 

Helping to keep the streets clean; the use of rubbish boxes 
as places for skins, nutshells, papers*and all other waste; scatter¬ 
ing refuse in the street forbidden by law. Helping to keep the 
streets safe by refraining from throwing hard balls or stones. 
Marking with knife, chalk or pencil defaces walls, sidewalks, 
fences and buildings, injures property, insults the passers by, 
and makes the city unsightly. Caution in alighting from cars. 

The Schooe : The rules and regulations for the use of the 
streets, yards, and halls in each school explained concretely or 
illustrated; where the exits are; doors open outward, and why; 
what staircase to use in emergency; the rapid dismissal or fire 
alarm and the various signals; in connection with this attention 
should be called to the danger of playing with matches; the 
necessity for silence and obedience. Why children must be early 
and regular at school. 


6 


SUGGESTIONS TO TEACHERS 

Many of the unfortunate accidents that befall our city chil¬ 
dren are due to ignorance of the danger on the part of the little 
victims. It is generally conceded that a child should first ac¬ 
quire a knowledge of his immediate environment and his place 
in that environment, and that each child should realize his per¬ 
sonal relation to the law under which he and all around him live. 
Investigations in many large cities seem to show that violations 
of local ordinances are due, not so much to disrespect for 
authority, as to ignorance of the law. Most of the fires are due 
to carelessness. 

It is suggested that the topics be introduced through con¬ 
versations with the children about their personal experiences, 
and walks about the school building and streets of the neighbor¬ 
hood, and through the telling and reading of simple and interest¬ 
ing stories and facts, according to the experience, age and grade 
of the child. 

GENERAL AIM 

In teaching civics in the elementary schools the end should 
not be exclusively a knowledge of governmental forms, but rather 
the practice of civic virtues, a knowledge of community life and 
the relation of the pupil to it. The aim is to aid the pupils in 
becoming active members of a community and free servants of 
the civil organization. 

GRADE 4A 
COURSE OF STUDY 

Family and home. Duties, rights, and privileges in the 
family and in the home. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

The Family: The father, mother, and children; the love 
of parents shown in care, protection and support of children; 


7 


money needed to pay expenses of family; money supplied through 
work of parents; rules of family made by parents. Reciprocal 
duties of children, to love their parents, and sisters and brothers, 
to help one another, to be kind to the aged and infirm, to respect 
parents, to be truthful to them; to show gratitude by helping 
the parents, by being polite to them, by good conduct, and by 
obeying the rules of the family. 

The; Homk: Should be kept bright and clean; importance 
of fresh air and sunlight; one window in each room; one bath 
in each home; clean courtyards; orderly arrangement of the ar¬ 
ticles of clothing and the furniture in the room; the expenses of 
the home; work of parents to supply money.- The reciprocal 
duties of the children in the home, to assist cheerfully in the 
household work, to take care of furniture and other property, to 
waste nothing; to keep fire escapes clear. 

GRADE 4B 
COURSE OF STUDY 

School and neighborhood. Duties, rights, and privileges 
in the school and neighborhood. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

The School: The building; classes for all children, from 
kindergarten to graduation; may enter at six and should graduate 
at fourteen; teachers, heat, light and supplies provided by the 
city at great expense; money from rent payers and taxpayers; 
recreation centers for enjoyment; vacation schools for making 
up lost time, and for special work; playgrounds; fire signals; 
fire drills. 

Reciprocal duties of children, to attend regularly and punc¬ 
tually, to make every effort to be promoted, to graduate from the 
elementary school on or before the fourteenth birthday, to make 


8 


up for lost time in vacation schools, to be obedient, to enjoy the 
recreation centers and playgrounds of the city; to grow, to de¬ 
velop, to be strong; to be honest, industrious and kind. The im¬ 
portance of the obedience of each one for the good of all. 

Thk Neighborhood: The number of people in the streets; 
the use of sidewalks for pedestrians; the roadway for vehicles; 
the policeman to protect us in the street and to help traffic; street 
sweepers to keep streets clean; the method of removing ashes, 
garbage, and rubbish; the lighting of the streets to help the busi¬ 
ness of the people as well as to direct them and protect them; 
the use of any public buildings in the neighborhood for the good 
of the city and the neighborhood; the use and purpose of our 
parks and playgrounds; the lawns, flower beds and walks, benches 
for the tired or sick. Attention should be called to signs, such 
as following: Danger, look out for the cars, Hospital street. 
School stop. No admittance. Keep off the grass. Wait until the 
car stops, Push, Pull, Entrance, Exit, Spitting on the floor for¬ 
bidden by law, etc. Expenses of the neighborhood met by the 
city and parents. Reciprocal duties of children and the people, 
to keep on the sidewalk, to keep moving, and to keep to the right; 
cautions for safety when playing in the roadway; to help keep 
the streets clean, to place all rubbish and garbage in proper re¬ 
ceptacles; to protect the street lamps, to protect all property of 
the city; each citizen must help by honesty, industry and kind¬ 
ness, so that all may be benefited. 

SUGGESTIONS TO TEACHERS 

The fourth year children should take up the study of civic 
life from their personal conduct with people and life around 
them. They should be led to observe their duties, rights, and 
privileges as they exist in the family, home, school and neighbor¬ 
hood. They should be trained to understand that every right 
and privilege has a corresponding duty and obligation; that they 
owe love, gratitude, respect, and obedience to the parents for 
their love, protection and support; that rules and laws are neces¬ 
sary in the family, home, school, and neighborhood for the com¬ 
fort, protection and general welfare of all; that they should be 
honest, industrious and kind. 


9 


The aim should be to lead children (1) to observe their en¬ 
vironment and (2) to help improve conditions around them by 
understanding their rights and privileges and assuming their 
duties. 

The method should be conversational and personal. The 
narrative form should be used in leading the pupil to discuss 
the simple problems of child life in the city. The lessons should 
be concrete and specific. 

The teacher should make the monuments in the city a sub¬ 
ject of narrative, and he should discuss meritorious citizens. 


GRADE 5A 
COURSE OF STUDY 


Problems of city life in the home. Duties of young 
citizens. 


SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 


Food: Visit, if possible, the markets and milk stations. 
Great amount of food needed in large city. Distance it is 
brought; the way it is handled; necessity for care and clean¬ 
liness ; selling of spoiled food criminal. What the city is doing 
to protect its citizens from spoiled or tainted food; inspectors; 
expense of this care and watchfulness to the city. Who pays 
for it, and how? 

Reciprocal duties, to demand clean service from the milk 
dealer, grocer, fish man, butcher, and baker; to report careless 
handling of food or the selling of spoiled food. 

Water: Supply throughout the city; needed everywhere; 
begin with supply in house. Where does it come from? Trace 
from faucet to stream. Who pays for piping and reservoirs? 
How is water paid for? Why is it cheap? Uses of water. Im¬ 
portance of purity. Meters. No leaks should be allowed. 


10 


Reciprocal duties of citizens, not to waste water because 
it is freely supplied; to report leaks to teachers; to keep water 
pure; to use freely for cleanliness. 

Housing the PeopuE: Advantages of light, cleanliness and 
ventilation; people protected by building laws; gas and its uses; 
the burner, the gas pipe, meter, street pipes, the central plant 
of manufacture. Treat in same way electricity; telephone; sewer¬ 
age in each house. Expense to the city of arranging for and 
suprvising all public service. Paid for in taxes. 

Reciprocal duties of citizens, to use public property with care 
and to protect it. 


GRADE SB 
COURSE OF STUDY 

Problems of city life outside the home. Duties of young 
citizens. 


SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

Fire: Engine house; the firemen; their duties; stories of 
heroism; the apparatus; the fire department. How citizens can 
help the department; by fire prevention, precaution, obeying the 
rules of the city and of the school. Expense, how met? Caution 
about use of matches, kerosene, benzine, naphtha, gasoline and 
alcohol; nearest fire alarm box. 

Streets: Policemen to protect citizens and property, to 
direct strangers; to control traffic, to keep order, to prevent 
crime, to carry out the law; policeman’s beat. Stories of hero¬ 
ism; a friend, not an enemy. Who pays for police protection? 

Reciprocal duties of citizens, to obey laws, to help in the car¬ 
rying out of the laws; to assist policeman in the performance 
of his duty. 


11 


Strke^t CIvEJaning: White uniforms; sweeping, hose flush¬ 
ing; removal of snow, rubbish, ashes, garbage. Why? Rules 
for collecting. Why? What is done with waste? Importance 
of the work and the worker. 

How citizens can help; by being clean and keeping things 
clean; by refraining from throwing anything on the street from 
a window or from any other place; by using rubbish boxes; by 
having proper receptacles for ashes and garbage, so that none 
can drop on the street; by preventing the accumulation of rubbish 
in furnaces and cellars. 

Dise^ase:: School examination of all children; vaccination; 
■child labor law; employment certificate; health inspection of the 
homes and of all public buildings; quarantine; inspection of food. 

Enjoyme:nT: Parks and playgrounds; school yards and 
gymnasium; public baths. 

What citizens can do: Use and enjoy parks, recreation 
centers, playgrounds, gymnasiums, schoolhouses, public baths, 
protect public property by discouraging marking of fences, 
benches, sidewalks or pavements, and mutilation of buildings, 
shrubs or furniture. Report violations to teacher. 

SUGGESTIONS TO TEACHERS 

Juvenile, leagues are to be encouraged in the care of the 
streets and the neighborhood. Well-organizd leagues have done 
very effective work, and such leagues offset much of the destruc¬ 
tion of the street gangs that appear in different parts of the city. 

GRADE 6A 
COURSE OF STUDY 

Public institutions of the city, for the transaction of the 
business of the citizens. The service of the community to the 
citizen. The reciprocal duties of citizens. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
;for the grade. It is to be definitely understood, however, that 


12 


teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

City Institutions: Mayor, how elected, principal duties. 

Board of Aldermen, how elected, principal duties. 

Borough President, how elected, principal duties. 

Board of Estimate and Apportionment determines necessi¬ 
ties and expenses of city government. Money raised by taxes and 
licenses. 

Courts: Broad distinction between civil and criminal. 
Children’s court. Oath, witness, judge, jury. 

Department of Health. Why? Cost. 

Department of Education. Why ? Cost. 

Department of Parks. Why? Cost. 

Libraries and museums: Uses; location of chief museums; 
contributions by citizens. 

Hospitals for sick, poor, aged and infirm. Cost; who pays ? 
Contributions by citizens. 

Rkciprocau Duties op Citizens: To know where the im¬ 
portant public buildings are situated, and some of the business 
transacted at the City Hall, and at the Borough Hall; to make 
use of the schools, libraries, parks and museums; to know what 
the neighborhood needs; to protect one’s interests and the inter¬ 
ests of the public by preventing all mutilation and destruction of 
public property; to have an approximate idea of the annual cost 
of the city government, and knowledge of the source of its in¬ 
come; to practice economy in the use of all public money and 
public property, especially the supplies furnished in our schools; 
to contribute to the general welfare by personal service; to have 
an idea of the great losses by fire; to know that most of them 
are due to carelessness; to keep fire escapes clear; to start fires 
nowhere except in proper, places. 


13 


GRADE 6B 
COURSE OF STUDY 

The necessity for government. The preparation for citi¬ 
zenship. Suffrage, voters, polls, elections. Naturalization, 
aliens. State and National institutions. The service of the 
community to the citizens. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

Necessity for government in the home, the first school of 
citizenship. Why must there be authority and obedience ? Neces¬ 
sity for government in school (playground, classroom, club), 
another institution for training for citizenship. Why should 
there be punctuality, regularity in attendance, cleanliness, truth, 
self-control, authority, order and prompt obedience in school? 
Co-operation. 

Necessity for government in state (city, state, nation) ; why 
must there be peace and harmony? Suffrage; restricted suf¬ 
frage; universal suffrage. Voting; a privilege and a duty; exer¬ 
cise of right for good of the public; who has a right to vote; 
where and when is voting done? Describe and show ballot at 
election time. Majority and plurality. How foreigners or aliens 
become citizens. 

State Institutions : Militia, supervision of savings banks ; 
canals and highways; excise; state department of health; quar¬ 
antine under supervision of the health officer of the port of New 
York. 

National Institutions: Post office, object. Custom 
House, object. Bureau of Immigration, object. Forts, object. 

A brief and simple review of how New York City is gov¬ 
erned. 


14 


Reciprocal Duties of Citizens: To obey the laws; to 
vote; to strive for good government by voting for honest and 
efficient men; to pay taxes; to respond to any call for the wel¬ 
fare of the country or for any part of it, such as defending the 
country, doing jury duty, holding office at a sacrifice; to protect 
public property, to be kind to man and beast. 

GRADE 7A 

COURSE OF STUDY 

The national government. The business of the people 
which is intrusted to the national government. The organiza¬ 
tion. Rights and duties of citizens under national government. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

DIVISION OF THE BUSINESS OF THE PEOPLE IN 
THE UNITED STATES: 

1. Business which concerns,all the people of the United 
States is transacted by the national government. The Constitution 
defines the powers of the national government. Some of the 
powers of the national government are: to maintain an army 
and a navy; to coin money; to regulate commerce; to establisl)^ 
post offices; to make internal improvements; to grant patents and 
copyrights; to raise money for support of government by taxes 
and duties; to regulate immigration and naturalization; to estab¬ 
lish United States courts; to make treaties with foreign coun¬ 
tries ; to establish diplomatic and consular service; to protect 
American citizens and American business in other countries; to 
take a census of the people. 

2. The business which concerns the people of only a part 
of the United States is transacted by the several states, cities, 
counties and towns. (Treated in Grades 7B-8B.) 


15 


THE BUSINESS OF THE UNITED STATES GOVERN¬ 
MENT IS DIVIDED INTO 

1. Legislative or law making. 

2.. Executive or law enforcing. 

3. Judicial or court business to protect rights of citizens, 
and to enforce such rights. 

1. Legislative branch: Congress, Senate and House of 
Representatives. Object of each house. How the number of 
members in each house is determined. How laws are made. 
Real business of the house is transacted by committees. 

2. Executive branch: Qualifications of President and 
Vice-President. Some important duties. Executive departments 
under members of President’s cabinet: state, treasury, war, law, 
post office, navy, interior, agriculture, commerce and labor. 

3. Judicial branch: Supreme Court of the United States; 
members, how chosen. Subordinate branches of this court; cir¬ 
cuit and district courts throughout the country. 

Rights of Citizens in Rftation to National Govfrn- 
mFnT: To call upon the national government for protection of 
personal and property rights at home and abroad. 

Duties of Citizens Toward the National Government: 
To obey and support the laws, to assist in defense of the country, 
to pay taxes, to be industrious, to co-operate with other citizens 
in fields of patriotic, educational and philanthropic endeavor. 

Note: If time permits, a study of the specific provisions 
of the Constitution should be made, and these provisions com¬ 
pared with similar ones in Magna Charta, the Bill of Rights, etc. 
It is advisable as a concrete example to organize the class during 
this term along the lines of the national government. 

GRADE 7B 
COURSE OF STUDY 

The state government. The business of the people which 
is intrusted to the several states in the Union. Organization 


16 


of the New York State government for transacting the busi¬ 
ness of the people within its territory. Subdivisions of the 
state, counties and townships, cities and villages. Rights and 
duties of citizens. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

The state and its subdivisions transact the business of its 
people that has not been intrusted to the national government. 
Counties, cities, villages and townships are authorized by the 
state to transact certain portions of their local public business. 
Charters are given to cities and villages by the state. Each state 
has its own constitution, which prescribes among other things, 
the rights of citizens, and the kinds of laws which may be made. 

The three branches of each state government are: 

1. Legislative: In New York, the Senate and the As- 
•sembly. 

2. Executive: A governor and his heads of departments 
•or commissioners. 

3. Judicial: Court of Apeals and Supreme Court. 

1. Legislative branch: This branch plans things. Mem¬ 
bers; how elected, terms. The constitution of the state defines 
the powers of the state government. Some of the powers of the 
state government are: to control education; to maintain a na¬ 
tional guard (militia) ; to establish courts, state, county and city; 
to give charters to cities and villages; to raise money; to pass 
laws relating to public improvements, to private companies doing 
public business, to asylums for the sick, the insane, the aged, the 
poor and the criminal within the state; to protect forests, fish 
and game. 


17 


2. Executive branch: This branch does things. The gov¬ 
ernor; election, term, and qualifications. Some important duties. 
Principal executive departments. 

3. Judicial branch: This branch interprets and helps en¬ 
force acts of legislature. Court of .Appeals, Supreme Court. 

The state guarantees to the citizen protection of life, liberty, 
and property, freedom of speech and religion. The state ex¬ 
pects from the citizens support of the government, industry, 
honesty, respect for law and co-operation for the good of all. 

Note: It is advisable, as a concrete example to organize 
a class during this term along the lines of the state government. 

GRADE 8A 
COURSE OF STUDY 

Functions ot the; Gove;rnme;nt ot the; City ot Ne;w York: 

1. What the City of New York does for the people of 
the city. 

2. Reciprocal duties of citizens. 

SYLLABUS 

Note : The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
'Own judgment in determining to what extent each topic shall be 
elaborated. 

Location of city; size; population; boroughs; counties. 

De;partme;nT oe* He;auth: Purpose, organization, cost. 

De;partme;nt op Education: Purpose, organization, cost. 

Other educational institutions not under con¬ 
trol of the Board of Education, but wholly or 
partly supported by funds from the city: colleges, 
libraries, museums, etc. 


18 


Department of Water Suppey, Gas and EeEctricity : 
Purpose, organization, cost. Municipal ownership and co-opera¬ 
tion with outside agencies. 

Fire Department : Purpose, organization, cost. 

PoEiCE Department : Purpose, organization, cost. 

Board of Estimate and Apportionment: Purpose, or¬ 
ganization. Franchises. Budget: Give amount of for one year,, 
and show how money is raised to meet expenditures. 

Department of Parks : Purpose, organization, cost. 

Department of Finance: Purpose, organization, cost. 

Municipae Civie Service Commission: Purposes, or¬ 
ganization. 

City Courts: City Magistrate’s, court of firk instance; 
Special Sessions, no trial by-jury; City Court. 

Reciprocae Duties of Citizens: To register, to vote, to 
enroll; to know how candidates are selected; to know party or¬ 
ganization; to inquire into the ability, honesty and integrity of 
each person who is a candidate for public office; to inquire into- 
public activities of the neighborhood; to join such political, re¬ 
ligious and social societies as in his opinion contribute most to 
the welfare of the community and the country; to be well in¬ 
formed on city, state and national affairs, and to act intelligently, 
honestly and unselfishly in working for better laws in the city. 

SUGGESTIONS TO TEACHERS 

While the city government is being studied, it is well to 
organize your class along the lines of the city government. At 
election time a fac-simile of a ballot should be shown, and its 
rules explained. 


GRADE 8B 
COURSE OF STUDY 

Organization of the national, state and city government. 
Reciprocal duties of citizens. 


19 


SYLLABUS 

Note ; The topics here given constitute a minimum syllabus 
for the grade. It is to be definitely understood, however, that 
teachers, with the approval of their principals, shall exercise their 
own judgment in determining to what extent each topic shall be 
elaborated. 

NaTionai. Government : Constitution. 

Executive—President: Cabinet. 

Legislative—Congress; Senate; House of 
Representatives. 

Judicial—Courts; Supreme and District. 
Departments. 

State Government: Constitution. 

Executive—Governor. 

Legislative—Assembly; Senate. 

Judiciary—Court of Appeals; Supreme 
Court. 

Departments. 

City Government: Charter. 

Executive—Mayor. 

Legislative—Board of Aldermen. 

Judiciary—Civil; Criminal; Children’s 
Court. 

Departments— 

Boroughs—Executive; Borough President. 

Process of naturalization. Voting; who may vote in the 
State of New York; registration; election day; ballot in use. 


20 


SUGGESTIONS TO TEACHERS 

At election time a fac-simile of a ballot should be shown 
and explained. - 

, ^Toward the end of the term there should be a topical re¬ 
view; e. g., the legislative branch of government in nation, state 
and city should be compared. 


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